The Effectiveness of Explicit and Implicit Instruction of L2 English Word Stress among L1 Thai learners
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Abstract
The study aimed to investigate the effectiveness of explicit instruction and implicit instruction concerning English word stress among L1 Thai learners. The participants were 18 intermediate Thai undergraduate students divided into two groups: “the explicit group” receiving direct instruction, and “the implicit group” receiving indirect instruction. The results suggested a trend showing the effectiveness of the explicit instruction over the implicit instruction. The results of the study provided pedagogical implications for L2 English word stress.
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Saito, K. (2013). Reexamining Effects of Form-Focused Instruction on L2 Pronunciation Development. Studies in Second Language Acquisition, 35, 1-29.
Saito, Y., & Saito, K. (2016). Differential Effects of Instruction on the Development of Second Language Comprehensibility, Word stress, Rhythm, and Intonation: The case of Inexperienced Japanese EFL learners. Language Teaching Research, 1-20.
Sardegna, V.G. (2009). Improving English Stress Through Pronunciation Learning Strategies (Doctoral dissertation). University of Illinois.
Sturm, J. (2013). “Explicit Phonetics Instruction in L2 French: A Global Analysis of Improvement.” System 41, 654-662
Tarone, E. (2006). Interlanguage. Elsevier, 4, 747-752.
Wayland, R., Guion, S. G., Landfair, D., & Li, B. (2006). Native Thai Speakers’ Acquisition of English Word Stress Patterns. Journal of Psycholinguist Research, 35, 285-304.
Chan, R. K., & Leung, J. H. (2014). Implicit Learning of L2 Word Stress Regularities. Second Language Research, 30(4), 463-484.
Celce-Muria, M., Brinton D, & Goodwin, J. (2011). Teaching Pronunciation: A Course Book and Reference Guide. Cambridge: Cambridge University Press.
Collins, B., & Mees, I. M. (2013). Practical Phonetics and Phonology (3rd ed.). Routledge.
Ellis, Rod, & Natsuko Shintani. (2014). Exploring Language Pedagogy Through Second Language Acquisition Research. Oxon: Routledge.
Fotovatnia, Z., & Omidi, M. (2013). The Effect of Exposure to the Visual Medium on Learning Pronunciation and Word Stress of L2 Learners. Theory and Practice in Language Studies, 3(5), 769-775.
Frith, M. B. (1978). Interlanguage Theory: Implications for the Classroom. McGill Journal of Education, 13(2), 155-165.
Jangjamras, J. (2011). Perception and Production of English Lexical stress by Thai speakers. (Doctoral dissertation). University of Florida.
Jotikasthira, P. (1999). Inroduction to English Language: System and Structure (2nd ed.). Chulalongkorn.
Khamkhien, A. (2010). Thai Learners’ English Pronunciation Competence: Lesson Learned from Word Stress Assignment. Journal of Language Teaching and Research, 1(6), 757-764.
Ladefoged, P., & Johnson K. (2011). A Course in Phonetics (6th ed). Wadsworth/Cengage Learning.
Li Chung, Wei. (2007). The Effectiveness Of Explicit, Implicit And Noticing Instruction: Mandarin Speakers' Perception And Production Of English Sentence Stress. (Doctoral dissertation). Alliant International University.
Lichtman, K. (2013). Developmental Comparisons of Implicit and Explicit Language Learning. Language Acquisition, 20(2). 93-108.
Lord, G. (2010). The Combined Effects of Immersion and Instruction on Second Language Pronunciation. Foreign Language Annals, 43(3), 488-503.
Peyasantiwong, P. (1986). Stress in Thai. In R. J. Bickner & T. J. Hudak (Eds.), Papers from a Conference on Thai Studies in Honor of William J. Gedney, 211-230.
Quinn, R. (1996). Raising Adult Second Language Learners’ Awareness of Stress in English Through the Use of Songs. (Master Thesis). University of Toronto.
Saito, K. (2013). Reexamining Effects of Form-Focused Instruction on L2 Pronunciation Development. Studies in Second Language Acquisition, 35, 1-29.
Saito, Y., & Saito, K. (2016). Differential Effects of Instruction on the Development of Second Language Comprehensibility, Word stress, Rhythm, and Intonation: The case of Inexperienced Japanese EFL learners. Language Teaching Research, 1-20.
Sardegna, V.G. (2009). Improving English Stress Through Pronunciation Learning Strategies (Doctoral dissertation). University of Illinois.
Sturm, J. (2013). “Explicit Phonetics Instruction in L2 French: A Global Analysis of Improvement.” System 41, 654-662
Tarone, E. (2006). Interlanguage. Elsevier, 4, 747-752.
Wayland, R., Guion, S. G., Landfair, D., & Li, B. (2006). Native Thai Speakers’ Acquisition of English Word Stress Patterns. Journal of Psycholinguist Research, 35, 285-304.